I sure do miss you all very much! I hope to see you all very soon! While we are away, please don't forget to be amazing scientists and continue learning about the world around you.
I have attached some websites that you may find entertaining and educational.
http://www.stemcobb.com/stemsteam-digital-resources.html
I have listed the units we are working on right now. I have also been in touch with your teachers and we are working together to come up with some fun science activities for you all to do on your own.
Love you guys very much!!
Kindergarten: We were studying rocks and soil. Now is a great time to start your rock collection just like mine! Build some rock art on your own. Be creative.
SKE2. Obtain, evaluate, and communicate information to describe the physical attributes of earth materials (soil, rocks, water, and air). a. Ask questions to identify and describe earth materials—soil, rocks, water, and air. b. Construct an argument supported by evidence for how rocks can be grouped by physical attributes (size, weight, texture, color). c. Use tools to observe and record physical attributes of soil such as texture and color.
1st grade: We were beginning to study the basic needs of plants and animals. Think about the animals around you (squirrels, dogs, cats, rabbits, deer). What do they need to survive?
S1L1. Obtain, evaluate, and communicate information about the basic needs of plants and animals. a. Develop models to identify the parts of a plant—root, stem, leaf, and flower. b. Ask questions to compare and contrast the basic needs of plants (air, water, light, and nutrients) and animals (air, water, food, and shelter). c. Design a solution to ensure that a plant or animal has all of its needs met.
2nd grade: We finally finished out constellation stories and they were amazing. Now we begin discussing another star... the sun!
S2E2. Obtain, evaluate, and communicate information to develop an understanding of the patterns of the sun and the moon and the sun’s effect on Earth. a. Plan and carry out an investigation to determine the effect of the position of the sun in relation to a fixed object on Earth at various times of the day. b. Design and build a structure that demonstrates how shadows change throughout the day. c. Represent data in tables and/or graphs of the length of the day and night to recognize the change in seasons. d. Use data from personal observations to describe, illustrate, and predict how the appearance of the moon changes over time in a pattern.
3rd grade: We have been discussing the different regions of Georgia. Some of us got to test our STEM carnivorous plant activity. It is almost time for us to be moving onto the next standard which is all about heat!
S3P1. Obtain, evaluate, and communicate information about the ways heat energy is transferred and measured. a. Ask questions to identify sources of heat energy. b. Plan and carry out an investigation to gather data using thermometers to produce tables and charts that illustrate the effect of sunlight on various objects. (Clarification statement: The use of both Fahrenheit and Celsius temperature scales is expected.) c. Use tools and every day materials to design and construct a device/structure that will increase/decrease the warming effects of sunlight on various materials.
4th grade: We just finished some light activities together. It is about time for us to begin simple machines and force and motion.
S4P3. Obtain, evaluate, and communicate information about the relationship between balanced and unbalanced forces. a. Plan and carry out an investigation on the effects of balanced and unbalanced forces on an object and communicate the results. b. Construct an argument to support the claim that gravitational force affects the motion of an object. c. Ask questions to identify and explain the uses of simple machines (lever, pulley, wedge, inclined plane, wheel and axle, and screw) and how forces are changed when simple machines are used to complete tasks.
S5P1. Obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change. a. Plan and carry out investigations of physical changes by manipulating, separating and mixing dry and liquid materials. b. Construct an argument based on observations to support a claim that the physical changes in the state of water are due to temperature changes, which cause small particles that cannot be seen to move differently. c. Plan and carry out an investigation to determine if a chemical change occurred based on observable evidence (color, gas, temperature change, odor, new substance produced).
